ISTE's Technology Facilitation and Leadership Standards
Chapter 2 Planning and Designing Learning Environments and Experiences
Chapter 2 discusses the fact that although teachers know about technology in their classroom that are not quit sure how to implement and/or intergrate it into their curriculum. Using this technology can aid our students in constructing meaning and demonstrating their learning. Being able to intergrate technology in a classroom requires teachers to engage in planning and design processes even though they may do this they may not have the support they need to accomplish their goal of intergrating the technology. This standard provides an in-depth description of how technology facilitators and leaders can support teachers during this time. I believe that this is one of the most important standards. Having the support you need to intergrate this new way of teaching is very key in many cases. There are teachers out there who have not had the experience that others have in the technology department. From the surveys that were discussed it stated that teachers generally have not implemented technology as frequently as hoped. It goes on to state that 85% teachers use technology for administrative tasks (Williamson & Redish, 2009). If technology is used for a lesson it is not being aligned with research based practices. The basic reasoning behind this is that there is not support. I understand about the whole support issue. On my campus and even in my district we have been introduced to many new technology tools to use in the classroom and for administrative task. We are given a 30 to 1 hour lesson or even a print out and expected to work with it. There are many on my campus who are not technology savvy and need the support that this standard discusses. If they want us to use it with our lessons than they need to be able to know how to implement it to support our students learning not just knowing how to operate it. This reminds me of a statement by Soloman and Schrum. We often provide “just in case” training rather than “just in time” training, which provides educators with information they need just as they need it (Solomon & Schrum, 2007). I feel that this quote describes my present situation on my campus. We need the training now but we do not go into depth about the possibilities and opportunities that it can offer.
References:
Solomon, G., & Schrum, L. (2007). Web 2.O New Tools, New Schools. Eugene, Oregon: International Society for Technology in Education.
What Every K-12 Leader Should Know and Be Able to Do. Eugene, Oregon: International Society for Technology in Education.
Williamson, J., & Redish, T. (2009). Iste's Technology Facilitation and Leadership Standards
Chapter 2 Planning and Designing Learning Environments and Experiences
Chapter 2 discusses the fact that although teachers know about technology in their classroom that are not quit sure how to implement and/or intergrate it into their curriculum. Using this technology can aid our students in constructing meaning and demonstrating their learning. Being able to intergrate technology in a classroom requires teachers to engage in planning and design processes even though they may do this they may not have the support they need to accomplish their goal of intergrating the technology. This standard provides an in-depth description of how technology facilitators and leaders can support teachers during this time. I believe that this is one of the most important standards. Having the support you need to intergrate this new way of teaching is very key in many cases. There are teachers out there who have not had the experience that others have in the technology department. From the surveys that were discussed it stated that teachers generally have not implemented technology as frequently as hoped. It goes on to state that 85% teachers use technology for administrative tasks (Williamson & Redish, 2009). If technology is used for a lesson it is not being aligned with research based practices. The basic reasoning behind this is that there is not support. I understand about the whole support issue. On my campus and even in my district we have been introduced to many new technology tools to use in the classroom and for administrative task. We are given a 30 to 1 hour lesson or even a print out and expected to work with it. There are many on my campus who are not technology savvy and need the support that this standard discusses. If they want us to use it with our lessons than they need to be able to know how to implement it to support our students learning not just knowing how to operate it. This reminds me of a statement by Soloman and Schrum. We often provide “just in case” training rather than “just in time” training, which provides educators with information they need just as they need it (Solomon & Schrum, 2007). I feel that this quote describes my present situation on my campus. We need the training now but we do not go into depth about the possibilities and opportunities that it can offer.
References:
Solomon, G., & Schrum, L. (2007). Web 2.O New Tools, New Schools. Eugene, Oregon:
International Society for Technology in Education.
What Every K-12 Leader Should Know and Be Able to Do. Eugene, Oregon: International
Society for Technology in Education.
Williamson, J., & Redish, T. (2009). Iste's Technology Facilitation and Leadership Standards